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REA617OnlineStudiesStudentSyllabus.pdf

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Content Area Literacy

REA 617

Online Studies Student Syllabus

Updated November 2, 2023, Updated June 27, 2024

Course Description

This course provides a comprehensive exploration of literacy instruction, specifically focusing

on teaching reading across content areas in upper elementary, middle, and secondary school

settings. Candidates will delve into various methods and materials designed to integrate reading

instruction seamlessly within diverse subject areas. Special attention is dedicated to the diagnosis

of reading difficulties, as well as the implementation of effective strategies for teaching reading

skills and fostering comprehension. Emphasis is placed on individualizing instruction to meet the

unique needs of students, and candidates will gain proficiency in assessing student achievement

to inform ongoing instructional decisions. Through this multifaceted approach, educators will be

equipped to enhance literacy outcomes and promote academic success across the curriculum.

Student Competencies • Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2.1,

2.2)

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction (InTASC 6; ILA 3.2)

• Examine the significance of teaching reading and writing together and how process

instruction facilitates learning. (ILA 2.3, InTASC 4)

• Develop a professional presentation for peers discussing the shifts in reading instruction.

(ILA 6.2, assessed in Unit 1 Writing Assignment)

• Connect the role of teachers as Christians to the role of being a model to students.

(InTASC 9)

Assessment Criteria.

Assignment Online

Written Assignments 30%

Discussion 20%

Quizzes 10%

Final Project 40%

Grading Scale:

A 93-100%

A- 90-92%

B+ 87-89%

B 83-86%

B- 80-82%

C+ 77-79%

C 70-76%

D+ 67-69%

D 63-66%

D- 60-62%

F 0-59%

Resource Inventory

Moore, D. W., Moore, S. A., Cunningham, P. M., & Cunningham, J. W. (2011). Developing

readers and writers in the content areas K-12. (6th ed.). Pearson.

ISBN 978-0137056378 (paperback)

The Holy Bible

Research Articles: Locate articles by accessing the Belhaven Library Online

http://belhaven.libguides.com/az.php

Expectations of Online Studies Education Candidates

Attendance

Attendance will be recorded online by Tuesday of each unit for the preceding unit. Students are

to be marked as present if they interact with the course by submitting a paper, posting to a

discussion forum, or taking a quiz. If the student performs any of these elements, he or she is to

be marked present for that week. If not, the student is marked absent. Viewing a lecture does not

constitute attendance for a student.

Due Dates

A unit is considered to be Monday - Saturday. You are encouraged to “Observe the Sabbath day

and keep it holy” (Exodus 20:8). Good time management is essential to career and academic

success. Early submissions of assignments and discussion responses are encouraged. Please get

in touch with your instructor for guidance on the submission of late assignments. Due dates are

posted to the assignments.

Communication

Communicate questions related to the course directly to the professor, except in cases where you

need to contact technical support. Your Belhaven University email address will be utilized for

the class, so check it frequently.

Americans with Disabilities Act (ADA)

Belhaven University offers students disability accommodation in accordance with the guidelines

of the Americans with Disabilities Act. The student must make his or her disability known to the

Office of Student Care, provide current documentation of the disability from an appropriate

licensed professional, and complete the Belhaven ADA Request Form for accommodation. The

student must provide such a request to the Office of Student Care at least two weeks prior to the

beginning of each semester for which the accommodation is requested. Approved

accommodations will be communicated to the student and made within a reasonable time period

after completion of the official request. Students must present their official accommodations

letter to the instructor of each course they are enrolled in to receive the accommodations. Apply

under the Quick Links on the Student Life/Services tab.

Required Formatting

The required formatting for your papers, assignments, projects, discussions, or anything else that

may be research-based is the latest Publication Manual of the American Psychological

Association (APA). APA information can be located on your Canvas course page by clicking on

Academic Resources and then Academic Help and APA Resources. The only exception to this is

the Bible courses, which use Chicago Turabian formatting. Help for this formatting is also

available in the Academic Help and Resources.

Responsible Research

Responsible research is a critical component of education, and any individual conducting

research must learn how to investigate, read, understand, synthesize, interpret, and finally

explain complex ideas and issues in writing. An individual conducting research must also

understand that ideas found in literature, media presentations, interviews, or any other form of

https://www.belhaven.edu/university-life/care/ada.html

media do not belong to the researcher and, therefore, must be given credit through proper

documentation. It is required that every person conducting research provides proper credit

through the correct use of documentation not only to prevent plagiarism but also to demonstrate

respect to the idea’s originator. To ensure that all papers possess originality, faculty members

will use Turnitin. Any paper exceeding 20% of non-original material or noticeable

undocumented information will be subject to a discount in points at the discretion of the faculty.

Originality

Writing assignments will be evaluated for originality using Turnitin. Belhaven University

encourages a high degree of originality in writing. Quoted material should seldom be used and

must be limited to phrases that cannot be paraphrased or summarized without losing

effectiveness. Students must cite and reference all sources of information and images using APA

style. APA information can be located on your Canvas course page by clicking on Academic

Resources and then Academic Help and APA Resources. Non-originality exceeding 20% on

papers will be subject to a grade discount at the professor’s discretion, or referred back to the

student to redo the assignment, and students may be referred to a writing lab for assistance with

originality.

Graduate School of Education Policy on Use of Generative Artificial

Intelligence (AI) for MAT, M.Ed. and Ed.S. Candidates

It is the responsibility of the Graduate School of Education to prepare teacher and administrator

candidates that:

- Communicate effectively in the school setting with parents, students, educational

professionals, and the community at large;

and

- Utilize instructional strategies that will yield students that are strong thinkers, writers, and

leaders.

To accomplish this, it is imperative that degree candidates are required to address challenging

writing prompts and produce documents that adequately address the problem posed.

Hence, candidates for the masters and specialist degree programs in education at Belhaven

University will NOT be allowed to utilize Artificial Intelligence for creation of responses to

ANY course assignments since practice in creation of original works is necessary preparation for

those responsible for training young children, adolescents, and teachers to be critical thinkers,

writers, and problem solvers.

***It is expected that all assignments are produced by the candidates themselves. Use of a

generative AI tool to create a response to an assignment constitutes academic dishonesty and will

be reported as an Honor Code violation. The BU School of Education reserves the right to

require a demonstration of learning at any time.

Key Reminders

• Do not attempt to get a research paper from the Internet (or anywhere else) and submit as

your paper. This is dishonest and unethical.

• Do not copy from any book, article, or encyclopedia, and submit this for your paper. This

is not acceptable research.

• Include references (including source and page numbers) that document every source upon

which you have in any way relied for each paragraph of your paper. If sources are not

properly referenced, the student has cheated the sources out of deserved credit and

cheated readers out of valuable information.

• Do not use material from any other student’s paper or work unless you give that student

full credit in reference notes.

Summary of Assignments

Writing Assignments

Writing assignments must be APA compliant and include a title page, appropriate citations, and

references. The professor will post Unit Assignments on the first day of each unit. Assignments

are due no later than 11:59 p.m. (CT) on Saturday. Earlier submissions are encouraged

NOTE: Be sure to read the writing guidelines in the Appendix section of this syllabus to

improve your understanding of expectations.

Discussion Questions

Discussion questions are available on the first day of each week. You should respond to the

initial discussion questions no later than 11:59 p.m. (CT) each subsequent

Wednesday. Responses to classmates’ discussion questions are due Saturday at 11:59 p.m. for

each unit. Early postings are encouraged. Initial discussion question responses must be 250 –

300 words each. A response to a classmate must be at least 100 words. Fewer than this will

automatically result in a significant reduction in one’s grade. Three responses to classmates’

postings are required.

You must mention the person’s name to whose comments you are responding and quote what

aspect of his or her post you are addressing. Without either, it is not possible to see the direction

of your comments, and the comments will not receive any points.

Unit Quizzes

Students will complete unit quizzes on all reading assignments and lectures. Quizzes are

available once all unit lectures have been viewed. Unit quizzes must be completed by Saturday at

11:59 p.m. (CT). Only after 11:59 p.m. (CT) on Saturday will correct answers for quizzes be

posted.

Final Project

The final project covers the topics discussed and presented in the course. This assignment is due

in Unit 7.

3-day Content Area Literacy Thematic Unit Plan – You will design and defend an

instructional unit for a content area other than reading that provides your students with the

opportunity to gain an understanding of a topic through studying a variety of resources and

genres utilizing a text set you curate. Each week’s content area writing assignment is designed to

prepare you for your Final Project. You will be incorporating those assignments into a three (3)-

day unit utilizing a minimum of two (2) items from the text set you create early in the course.

Your plan must include both content area standards and literacy standards, instructional goals

that are appropriate and attainable, daily classroom instructional plans that include before

reading, during reading, and after reading activities, and accommodations for ELL or struggling

learners. You must choose a grade between 4th-12th and a content area theme approved by your

professor.

See Appendix B for a scoring rubric and complete instructions for the Final Project. The Final

Project is due in Unit 7

Final Assessment Artifacts

Some of the course Artifacts will be considered part of the Unit’s overall Assessment System.

They will be assessed, evaluated, and aggregated through the implementation of a scoring rubric.

Candidates will receive a copy of the assessment rubric before they are required to complete the

Unit Assessment System Artifact. Artifacts designated to be a part of the Unit Assessment

System will identify and define the specific Unit Standards associated with that particular

Artifact, which will be evaluated in order to provide the Unit with the data necessary to make

informed course, program, and unit improvements. This assignment will be submitted as an

artifact into Canvas to be assessed through the use of a rubric as part of the School of

Education’s Quality Assurance Assessment System.

Welcome Message Hello, educators and future educators! In this course, we will examine the need for teaching

reading and writing skills in content area classes while exploring the facilitation of English

Language Arts Literacy (ELAL) in the elementary and secondary classrooms. All teachers must

be diagnosticians in their classrooms, not just elementary and/or remedial reading/writing

teachers. This course examines assessment techniques, comprehension strategies, and vocabulary

development and explores approaches for building college and career readiness skills in the

content areas.

UNIT ONE – Intro to Content Area Literacy

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

Upon completion of this unit, the student should be able to:

• Describe the importance of the Literacy Instruction Cycle.

• Understand the importance of state literacy standards in literacy instruction.

Unit Activities

• Review the course syllabus.

• Explore the online Library and Academic Help pages.

• Read the assigned materials.

• View the Unit 1 lectures.

• Complete the unit quiz.

• Respond to the discussion question.

• Submit writing assignment.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapters 1 & 2 Content Area Reading and Setting the Stage

• Luke 6:40

Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question (10 points)

o Prompt: What do you remember most about learning to comprehend what you read in

grade school? How did your teachers (other than English/reading teachers) focus on

teaching you to comprehend what you read in their courses? What made the process

of “learning to read” easy or difficult? How would you rate yourself as a reader?

o Type: Threaded format

Writing Assignment: Submit by Saturday 11:59 p.m.

• Assignment (55 points)

o Prompt: Create and narrate a PowerPoint that could be presented to other teachers in

your subject area explaining the application of the Key Shifts in English Language

Arts in your content area instruction. You will use information from your readings

and your understanding of incorporating standards into your content area in order to

enhance student comprehension to develop this presentation.

http://belhaven.libguides.com/

https://blazenet.belhaven.edu/academic_help/Pages/default.aspx

o Requirements: Using the Unit 1 PowerPoint Template (available in Canvas), you

will create a 5-7-minute narrated PowerPoint presentation.

Steps:

1. Choose a grade level and content area to focus on during this course.

• Grade level must be 4th-12th.

• Content area may NOT be ELA but may be Science, Social Studies, The Arts,

World Languages, Business and Technology, Computer Science, Health, or

Mathematics.

2. Read and review the following document:

• Key Shifts in English Language Arts pdf found in Canvas under Assignment 1

documents.

3. Create your PowerPoint on the provided slide templates.

• You must answer the prompts on each slide. However, you may delete the

template text to write your answers and insert additional slides if you need extra

space. You may also change the slide background and add visual elements if you

desire.

4. Record the narrated presentation of your PowerPoint using

ScreenPal https://screenpal.com/

Yuja (from within your Canvas course)

PowerPoint, or a similar method.

5. Upload your presentation to Unit 1 Writing Assignment in Canvas.

Instructional videos on using ScreenPal (formerly called Screencast-O-Matic).

ScreenPal website:

https://screenpal.com/tutorials

Screencast-O-Matic tutorial video:

https://www.youtube.com/watch?v=6-PEL_IxpMg&t=18

Video Tutorials for Yuja (free for Belhaven students)

https://support.yuja.com/hc/en-us/articles/6584893373463-Welcome-to-the-YuJa-Enterprise-

Video-Platform

Using PowerPoint to make your video presentation. An instructional presentation and written

instructions are included in Canvas.

Note: When doing a quality PowerPoint presentation, you should NOT simply read the text

printed on your slides but provide additional details and explanations in your narration.

Reminder: Your Final Project for this course is due in Unit 7. Please review Appendix B's

instructions this week and begin thinking about your topic. You may start identifying items for

your Text Set as soon as you get your topic approved.

https://screenpal.com/

https://screenpal.com/tutorials

https://www.youtube.com/watch?v=6-PEL_IxpMg&t=18

https://support.yuja.com/hc/en-us/articles/6584893373463-Welcome-to-the-YuJa-Enterprise-Video-Platform

UNIT TWO – Instructional Units

Unit Learning Objectives

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction. (InTASC 6; ILA 3)

• Connect the role of teachers as Christians to the role of being a model to students.

(InTASC 9)

Upon completion of this unit, the student should be able to:

• Plan and design units of study that incorporate elements of literacy.

• Determine why a Christian perspective on the role of teaching matters.

Unit Activities

• Read the assigned materials.

• View the Unit 2 lectures.

• Complete the unit quiz.

• Respond to the discussion questions.

• Submit the writing assignments.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapter 3- Instructional Units

• John 7:28

• “Teaching Reading? But I’m NOT a reading teacher!” article (A PDF copy is available in

Canvas.)

Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question 1 (10 points)

o Prompt: According to the International Literacy Association, the following

recommendations have been made for increasing students’ literacy: extended learning

time for literacy, direct, explicit instruction in literacy, modeling of reading strategies

by teachers, cooperative learning and discussion of texts, intensive writing, and

access to age-appropriate and diverse reading materials. Which literacy-based

strategies do you think would yield the best results as it relates to increasing student

literacy? How can these be incorporated into content area classes (courses other than

ELA/Reading)?

o Type: Threaded format

• Discussion Question 2 (10 points)

o Prompt: Integrating the scriptures we have covered so far in this course, explain your

understanding of self-efficacy, and examine its role in student success in the classroom. What

ideas and activities can you implement to motivate and encourage students in your content

area? o Type: Threaded format

Writing Assignments: Submit both by Saturday 11:59 p.m.

• Assignment 1 (40 points)

o Prompt: Complete the one-page ‘Content Area Unit Planning Guide’ (provided on

Canvas) and submit it for approval. Once approved, this will become the foundation

for your final project. See the syllabus Appendix B for a detailed description of the

project.

o Requirements: Follow the instructions on pages 2-3 of the ‘Content Area Unit

Planning Guide’ form linked in Canvas.

• Assignment 2 (50 points)

o Prompt: Read the article “Teaching Reading? But I’m not a Reading Teacher,” and in

250 words or more, reflect on and summarize the article. Reflect on the reading and

share your thoughts. What did you learn about how to help increase student literacy?

Which of the reading strategies presented in the reading resonated with you the most?

Which one would work best for the content area in which you teach or hope to teach

one day? How does what you learn compare with what you thought you knew?

Incorporate a Christian Worldview perspective into your writing based on this week’s

scripture.

o Requirements: APA compliant, including a title page, appropriate citations, and

references, minimum of 250 words

Reminder: Your Final Project for this course is due in Unit 7. Please review Appendix B’s

instructions this week and begin thinking about your topic.

UNIT THREE - Reading Comprehension

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction. (ILA 3)

Upon completion of this unit, the student should be able to:

• Facilitate comprehension in content area classes.

• Teach reading comprehension strategies.

• Scaffold instruction for challenging reading passages.

Unit Activities

• Read the assigned materials.

• View the Unit 3 lectures.

• Complete the unit quiz.

• Respond to the discussion question.

• Submit the writing assignments.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapter 5 – Comprehension

• Titus 2:7

Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question (10 points)

o Prompt: What is the difference between a modification and an accommodation to

instruction? What experience have you had with incorporating modifications and

accommodations into your instruction?

o Type: Threaded format

Writing Assignments: Submit both by Saturday 11:59 p.m.

• Assignment 1 (50 points)

o Prompt: Read the comprehensive, in-depth case study of a student (see Appendix B)

who has difficulty reading and a scenario involving the student. Based on the

information provided, use the knowledge gained throughout this course and other

courses in the program to make recommendations and draw conclusions about

students. You should include a scaffolded reading plan for differentiated instruction

for this diverse learner. Please see Appendix B for the case study and supporting

documents.

o Requirements: Examine the case study, complete the required elements (from the

sheet), and turn it in as a Word document. You must use the information learned in

this course (or any other Literacy/reading course). You need to use the correct

terminology that a teacher would use when diagnosing and remediating students with

reading difficulties.

There are several parts to the case study. Please put them on different pages and

upload them as ONE document. Be sure to include an APA-formatted cover page and

reference page.

• Assignment 2 (45 points)

o Prompt: Using the reading strategies presented in Chapter 5, create one daily lesson

plan that will be incorporated into your final project.

o Requirements: Use comprehension strategies from Chapter 5 to create a lesson for

your Final Project Thematic Unit that includes Before, During, and After-Reading

activities (See Chapter 5 for a review of these.)

▪ Use the Daily Lesson Plan Template.

▪ Because this assignment will become one of the daily lessons in your final

project, be sure you have an overall idea of how it will fit with the other three (3)

days in your plan.

▪ Make sure your lesson activities include literacy strategies and are not just content

area subject lessons.

▪ Make sure that you give all directions. For example: don’t just say, “We will do

Pair-Share,” and assume everyone knows what that is. Describe the activity.

▪ List literacy and content area standards addressed through your lesson.

▪ Identify differentiation strategies for struggling learners.

▪ Create and include all necessary student handouts.

▪ Submit the Daily Lesson Plan Template (see Appendix and copied into Canvas)

and all student handouts as one document.

Reminder: Your final project will include 3 days of lesson plans, but this week only one is due.

Begin thinking of how you will make the one submitted this week fit with the other 2 due in

Week 7.

UNIT FOUR – Writing in the Content Areas

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

• Examine the significance of teaching reading and writing together and how process

instruction facilitates learning.

• Connect the role of teachers as Christians to the role of being a model to students.

(InTASC 9)

Upon completion of this unit, the student should be able to:

• Examine the importance of writing in all courses and not just ELA/literacy courses

• Facilitate writing instructional strategies

• Describe the elements of effective writing instruction based on research from Graham

• identify ways to provide scaffolding, feedback, and progress monitoring for students'

writing.

• Identify ways to provide purposeful, explicit writing instruction within various grades

and content areas.

• Examine why grammar is best taught in the context of student writing as described by

Hochman and Wexler

• Know how to use outlines for planning and revision

Unit Activities

• Read the assigned materials.

• View the Unit 4 lectures.

• Complete the unit quiz.

• Respond to discussion questions.

• Submit the writing assignment.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

• Chapter 7 – Writing in the Content Areas

• Graham, S. (2008). Effective Writing Instruction for All Students. Renaissance Learning.

Retrieved from

https://www.researchgate.net/publication/242695295_Effective_Writing_Instruction_for_

All_Students and copied into Canvas.

• Whitaker, C. Best Practices in Teaching Writing. Retrieved from

https://docplayer.net/11411069-Best-practices-in-teaching-writing-charles-whitaker-ph-

d.html and copied into Canvas.

• Hochman and Wexler. (2017). One Sentence at a Time. American Educator. Summer

2017, 30-37. Retrieved from https://www.aft.org/ae/summer2017/hochman-wexler and

copied into Canvas.

https://www.researchgate.net/publication/242695295_Effective_Writing_Instruction_for_All_Students

https://docplayer.net/11411069-Best-practices-in-teaching-writing-charles-whitaker-ph-d.html

https://www.aft.org/ae/summer2017/hochman-wexler

• Luke 19:47

Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question 1 (10 points)

o Prompt: After reading “Best Practices in Teaching Writing” by Charles Whitaker,

Ph.D. and “One Sentence at a Time” by Hochman and Wexler, discuss the

importance of a teacher’s beliefs about writing as they relate to a student’s writing

development.

o Discussion Question 2: (20 points)

o Prompt: Read the article, “Effective Writing Instruction for All Students” by Steve

Graham. Discuss and identify ways to provide scaffolding, feedback, and progress

monitoring for student writing. Why is scaffolding and feedback needed for good

writing instruction? How can teachers help support this?

Writing Assignment: Submit by Saturday 11:59 p.m.

• Assignment (50 points)

o Prompt: Design a writing lesson to be used in your thematic unit.

o Requirements: This assignment should fit somewhere into your overall unit plan.

Include the following in your plan:

• You must identify the literacy and content area standards for your created

assignment.

• Describe 2 activities to incorporate writing into your unit plan.

o One activity must include a writing planning sheet to help students

organize their writing.

o The second activity should follow the Before Writing, During Writing,

and After Writing model (see Chapter 7 in your textbook for a review

of this model).

• Include all handouts given to students to guide them through the assignment.

• Include a writing rubric that you could use to assess students’ writing

submissions.

Reminder: Your Final Project for this course is due in Unit 7. Please review Appendix B's

instructions this week and begin working on your project.

UNIT FIVE – Vocabulary in the Content Areas

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction. (InTASC 6; ILA 3)

Upon completion of this unit, the student should be able to:

• Facilitate vocabulary instruction and strategies in the content areas.

Unit Activities

• Read the assigned materials.

• View the Unit 5 lectures.

• Complete the unit quiz.

• Respond to the discussion questions.

• Submit the writing assignments.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapter 6 – Making Meaning

• Dalton, B., & Grisham, D. L. (2011). eVoc strategies: 10 ways to use technology to build

vocabulary. Reading Teacher, 64(5), 306–317.

• Matthew 13:54

Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question (10 points)

o Prompt: Recall how you were taught vocabulary during your P-12 school years.

Describe your experiences and rate them as helpful or unhelpful. What do you wish

your teachers had taught you about determining the meaning of unfamiliar words?

o Type: Threaded format

Writing Assignments: Submit both by Saturday 11:59 p.m.

• Assignment 1 (60 points)

o Prompt: Record a multimedia presentation directed towards content-area teachers (see

unit 1 guidelines) that explains a research-based vocabulary strategy that could be

used within your content area. Explain the strategy, materials needed, and any other

logistics. Cite the research evidence that supports your chosen strategy. Be sure to

include the associated content area standards and the literacy (ELA) standards

associated with the strategy.

o Requirements: Use a multimedia format for this presentation. You can narrate over a

PowerPoint or whatever method you choose, but you must show yourself while

speaking during the presentation.

▪ Note: When doing a quality PowerPoint presentation, you should NOT simply

read the text printed on your slides but provide additional details and explanations

in your narration.

▪ Note: You can use PowerPoint to make your video presentation. See the

instructions in Week 1 of this course.

• Assignment 2 (60 points)

o Prompt: Design vocabulary activities to be used in your thematic unit. Using the

information found in Chapter 6 of our text and the “eVoc Strategies” article, create

(3) activities that can be used to develop vocabulary within your unit plan. One of

these activities must involve using technology in a way appropriate for student

learning. Describe the activity and create any handouts that will be used with the

activity. Identify the literacy (ELA) and content area standards for each activity. Use

the “Vocabulary Writing Assignment Template” template found on Canvas,

expanding it as necessary. Include an APA-formatted title page and reference page.

Reminder: Your Final Project for this course is due in Unit 7. Please review Appendix B's

instructions this week and begin working on your project.

UNIT SIX – Reading Proficiency

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction. (InTASC 6; ILA 3)

Upon completion of this unit, the student should be able to:

• Understand how the teaching of reading and literacy skills impacts student reading

proficiency.

Unit Activities

• Read the assigned materials.

• View the Unit 6 lectures.

• Complete the unit quiz.

• Respond to the discussion question.

• Submit writing assignment.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapter 11 – Reading Proficiency

• Mark 6:34

Discussion Question: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question (10 points)

o Prompt: The National Assessment of Educational Progress (NAEP), often called the

nation’s report card, analyzes what America’s students know and can do. Their

findings often situate the United States’ students at the bottom of academic ranking

lists that compare our students to students in other countries. What do you think

causes this underperformance? What can teachers do in their classes to raise

proficiency and overall performance? How can the education field turn around this

trend of underperformance?

o Type: Threaded format

Writing Assignment: Submit by Saturday 11:59 p.m.

• Assignment (30 points)

o Prompt: Recall the implications from this week’s focus chapter on NAEP reading

proficiency. Write a paper addressing each of the following questions.

• What are the NAEP expectations for describing reading proficiency?

• Which of these expectations are sensible, and which need to be adjusted?

• What do you think of the challenges NAEP expectations present to students?

• Are these challenges reasonable?

• How far beyond NAEP-type expectations should instruction go?

• How can educators help improve reading proficiency?

o Requirements: This paper should be 250-500 words in the main body and contain in-

text citations (you can use the textbook as a source), correctly formatted in APA.

Adhere to Belhaven’s APA- compliant formatting, including a title and reference

page.

Reminder: Your final project for this course is due next week.

UNIT SEVEN – High-Stakes Testing and Literacy

Unit Learning Objectives

• Use instructional approaches, materials, and integrated, comprehensive, balanced

curriculum to support student learning in reading and writing. (InTASC 4, 7; ILA 2)

• Select, develop, administer, and interpret materials and assessments appropriate for

reading and writing instruction. (InTASC 6; ILA 3)

Upon completion of this unit, the student should be able to:

• Describe how high-stakes testing impacts the teaching of literacy skills.

• Understand how the teaching of literacy can help close the achievement gap.

Unit Activities

• Read the assigned materials.

• View the Unit 7 lectures.

• Complete the unit quiz.

• Respond to the discussion questions.

• Submit the final project: 4-Day Content Area Literacy Thematic Unit Plan.

Reading Assignments

• Developing Readers and Writers in the Content Areas K-12

o Chapter 12- Reading Policy

• Matthew 22:16

Discussion Questions: Post your initial responses to the discussion forum by Wednesday 11:59

p.m. and respond to the discussion of others by Saturday 11:59 p.m.

• Discussion Question 1 (10 points)

o Prompt: Read the article, “High-Stakes Assessment in Reading.” We know that state-

mandated tests are commonplace in public education and frequently used to make

important educational decisions. Using the knowledge gained throughout this course,

describe your position on how educators can use high-stakes testing to improve

teaching and learning. What is your opinion on state-mandated assessments that

measure reading proficiency? What advice about “teaching beyond state tests” can

you offer other educators? What role do policymakers play in the current dilemma

with high-stakes testing?

• Discussion Question 2 (10 points)

o Prompt: Think of all the new content learned in this course. Identify one or two

elements that have impacted you as an educator or future educator. Share those ideas

and explain how you plan to implement literacy elements in your classroom to help

improve student learning in an engaging way.

Final Project: Submit by Saturday 11:59 p.m.

• 3-Day Content Area Literacy Thematic Unit Plan (400 points)

o See Appendix B for full instructions and required documents

o Be sure to check the rubric before uploading your document to verify that you have

addressed all parts of the assignment.

o You are required to include a minimum of 3 daily lesson plans. You are allowed to

include more if you choose.

o Defense of Thematic unit plan

APPENDIX A

Rubric for Weekly Discussion Forum Participation Points

(4 points for initial post; 2 points for each response)

NOTE: All initial posts are due by Wednesday, 11:59 p.m. each week. All responses to

colleagues are due by Saturday, 11:59 p.m. each week.

Fully Met (2 pts) Partially Met (1 pt.) Not Met (0 pts)

INITIAL

RESPONSE TO

PROMPT: Reveals

accurate

understanding of key

concepts/ideas

Post’s ideas are consistent

with the readings and

lectures and accurately

represent key concepts

and ideas.

Post’s ideas are related to

the readings and lectures

and accurately represent

key concepts and ideas,

but some elements of the

prompt are weak or

lacking in substance.

Post’s ideas are

inconsistent with the

readings and/or lectures

and do not accurately

address key concepts and

ideas.

INITIAL

RESPONSE TO

PROMPT: Integrates

specifics from

readings and/or

experiences

Post interweaves specific

evidence from readings

AND personal teaching

experiences to support

argument.

Post interweaves specific

evidence from readings

OR personal teaching

experiences to support

argument.

Post consists of opinions

unsupported by evidence

from readings or personal

teaching experiences.

RESPONSE TO

CLASSMATE #1

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgment of the

original post.

RESPONSE TO

CLASSMATE #2

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgment of the

original post.

RESPONSE TO

CLASSMATE #3

Response offers a

substantive discussion or

elaboration on the key

elements in the original

post.

Response offers a

discussion of the key

elements in the original

post.

Response lacks substance;

it is primarily an

agreement with or

acknowledgment of the

original post.

NOTE 1: Presence of grammatical or mechanical errors in a post limits a grade to

“Partially Met” if errors are few or minimal or “Not Met” if multiple errors are

present.

NOTE 2: One “Response to Classmate” can be a continuation of a discussion with the

same classmate. The continued discussion must be substantive and continue to add to

the conversation.

Unit 1 Writing Assignment Rubric

Professional Development PowerPoint Presentation (50 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Content

(ILA 6)

All components of the

assignment are

included and are

supported by solid

research and sound

educational practices.

(20 pts)

Most of the components

of the assignment are

included and are

supported by some

research and sound

educational practices.

(17 pts)

Several components of

the assignment are

missing, and there is little

evidence of research and

sound educational

practices.

(14 pts)

The assignment does

not address the stated

components or use solid

research or sound

educational practices.

(11 pts)

Organization

Assignment is

organized in a clear

and logical manner.

(10 pts)

Assignment has clear

organization.

(8.5 pts)

Assignment’s

organization is not

cohesive.

(7 pts)

Assignment lacks

organization and

cohesion.

(5.5 pts)

Effectiveness

Presentation

PowerPoint slides are

very neat and

professional.

Narration is clear and

at a good volume.

Presenter does not just

read from the slides

but expands and

expounds on the

information with

additional detail.

(10 pts)

Slides lack some

professionalism, or

narration is not clear or

too soft.

Presenter does not just

read from the slides but

expands and expounds on

the information.

(8.5 pts)

Slides lack some

professionalism, or

narration is not clear or

too soft.

Presenter generally reads

from the slides but

expands on the

information a little

(7 pts)

Slides are sloppy or

poorly constructed, and

presentation is not

appropriate for a

professional setting.

Presenter reads from

slides without

enthusiasm or

confidence.

(5.5 pts)

Follows

directions

Consistently follows

directions and

formatting shown in

the template; no

content errors

(5 pts)

Consistently follows

directions in the template

(1-2 MINOR formatting

errors); no content errors.

(4 pts)

Follows directions in the

template but 1 content

error

(3 pts)

Does not follow

directions OR more than

1 content error.

(2 pts)

Mechanics

The presentation

demonstrates

exceptional use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

NO ERRORS.

(5 pts)

The presentation

demonstrates consistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (1-2 MINOR

errors)

(4 pts)

The presentation

demonstrates inconsistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (3-5 errors).

(3 pts)

The presentation does

NOT demonstrate use of

standard English

conventions (mechanics,

usage, grammar and

syntax). (More than 5

errors).

(2 pts)

Unit 2 Writing Assignment 1 - Checklist Rubric (InTASC 6; ILA 3)

Final Project Planning Guide (40 points)

Content Area/Subject 3 points

Grade Level: 4-12th 3 points

Specific theme/topic 3 points

Unit essential question 4 points

Content Areas Standards 4 points

Literacy (ELA) Standards 10 points total (2 points per standard)

-Reading Literature

-Informational

-Writing

-Speaking/Listening

-Language

Text selection #1 4 points

Text section (media) 4 points

APA formatting 5 points

**Candidates are allowed to re-do this assignment until the elements meet approval

from the course professor.

Unit 2 Writing Assignment 2 - Article Reflection Rubric (50 points)

Criterion Advanced Proficient Basic Minimal

Content

Paper provides

complete analysis

and synthesis of the

researched

information. Paper

covers all key points

as outlined in the

assignment. If

required, CWV

addressed

completely

(25 pts)

Paper provides only

basic information

and key points as

outlined in the

assignment. If

required, only basic

CWV included.

(21.25 pts)

Paper provides only

basic information

and key points as

outlined in the

assignment. If

required, only basic

CWV included.

(17.5 pts)

Paper does not

supply substantive

information and key

points as outlined in

the assignment.

Paper also does not

present an analysis

or synthesis of the

researched

information. If

required, CVW not

included.

(13.75 pts)

Organization

Information and key

points are

appropriately

aligned, and the

reader can easily

follow the

organization of the

paper

(15 pts)

Information and key

points are mostly

aligned so the

reader can follow

the organization of

the paper.

(12.75 pts)

Information and key

points are somewhat

aligned so the

reader can follow

the organization of

the paper.

(10.5 pts)

Paper is

disorganized and

lacks logical flow.

(8.25 pts)

APA- compliant

formatting

Consistently follows

APA format

including title page,

citations, and

reference page

when required.

(NO errors)

(5 pts)

Consistently follows

APA format

including title page,

citations, and

reference page

when required.

(1-2 MINOR

errors).

(4.25 pts)

Limited (3-5) errors

in APA format

including title page,

citations, and

reference page

when required

(3.5 pts)

More than 5 APA

errors in format

including title page,

citations, or

reference page

when required.

(2.75 pts)

Mechanics

The presentation

demonstrates

exceptional use of

standard English

conventions

(mechanics, usage,

grammar and

syntax). NO

ERRORS.

(5 pts)

The presentation

demonstrates

consistent use of

standard English

conventions

(mechanics, usage,

grammar and

syntax).

(1-2 MINOR errors)

(4.25 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and

syntax). (3-5

errors).

(3.5 pts)

The presentation

does NOT

demonstrate use of

standard English

conventions

(mechanics, usage,

grammar and

syntax).

(More than 5

errors).

(2.75 pts)

Unit 3 Writing Assignment 1 - Case Study Rubric (50 points)

Criterion Advanced Proficient Basic Minimal

Proficiency,

Knowledge,

Understanding, and

Research Depth

Supports thesis with

specific examples

and theories from

peer reviewed and

other credible

sources. Shows a

well-developed

depth and

understanding of the

subject.

(15 pts)

Supports thesis.

Refers to examples

or theories from

peer-reviewed or

other credible

sources. Shows a

credible level of

depth and

understanding of the

subject.

(12.75 pts)

Alludes to examples

and theories in a

general way to

support thesis.

Sources are suspect.

Levels of depth and

understanding are

minimally

acceptable.

(10.5 pts)

Does not refer to

any examples or

theories to support

thesis. Sources are

not credible. No

discernible thesis is

developed.

(8.25 pts)

Synthesis, Analysis,

and Comprehension

Integrates theory

and knowledge in

an accurate and

highly insightful

way to support

thesis.

(15 pts)

Integrates theory

and knowledge in

an accurate way to

support thesis.

(12.75 pts)

Integrates theory

and knowledge in a

cursory manner.

(10.5 pts)

Does not integrate

theory or

knowledge in an

acceptable fashion.

(8.25 pts)

Organization,

formulation, logic,

and identification of

key points

Paper is organized,

points of the thesis

are distinct, and

information is

logically sequenced

and key points are

made obvious.

(10 pts)

Paper is organized,

points of the thesis

are distinct, and

information is

logically sequenced

and readily

identifiable.

(8.5 pts)

Paper is somewhat

disorganized, points

of the thesis are

distinct, but the

information is not

logically sequenced.

(7 pts)

Paper is

disorganized, points

of thesis are not

distinct, and

information is not

logically sequenced.

(5.5 pts)

APA- compliant

formatting

Consistently follows

APA format

including title page,

citations, and

reference page

when required.

(NO errors)

(5 pts)

Consistently follows

APA format

including title page,

citations, and

reference page

when required.

(1-2 MINOR errors)

(4.25 pts)

Limited (3-5) errors

in APA format

including title page,

citations, and

reference page

when required

(3.5 pts)

More than 5 APA

errors in format

including title page,

citations, or

reference page

when required.

(2.75 pts)

Mechanics

The presentation

demonstrates

exceptional use of

standard English

conventions

(mechanics, usage,

grammar and

syntax). (NO

ERRORS)

(5 pts)

The presentation

demonstrates

consistent use of

standard English

conventions

(mechanics, usage,

grammar and

syntax).

(1-2 MINOR errors)

(4.25 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and

syntax). (3-5 errors)

(3.5 pts)

The presentation

does NOT

demonstrate use of

standard English

conventions

(mechanics, usage,

grammar and

syntax).

(More than 5 errors)

(2.75 pts)

Unit 3 Writing 2 - Assignment Rubric

Daily Lesson Plan Template

Content Area Literacy Unit Plan

DAY 1

Resources and description of lesson activities

Text set item(s) used in the lesson

Content area and ELA standards met in this lesson

Instructional goals for this lesson Statements that describe what students will know or be able to do at the end of the lesson, as a result of instruction. They must be specific and measurable.

1. Before-Reading Activities with associated handouts

2. During-Reading Activities:

with associated handouts Teacher Facilitation

3. During-Reading Activities:

with associated handouts

Student Engagement and

Response

4. After-Reading Activities with associated handouts

Accommodations or differentiation strategies for this lesson, to meet the needs of all learners

*Expand as needed and replicate for additional days of the unit.

B-D-A Reading Activities (45 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Instructional goals &

Standards The teacher can

relate his/her disciplinary

knowledge to other subject

areas (InTASC 4)

Powerful instructional

goals (3-5) clearly and

concisely state what the

student will know or be

able to do, are specific,

detailed, and measurable.

Goals are aligned with

given standards and are

challenging but attainable.

ELA and Content

standard are applicable to

the lesson and unit.

(5 pts)

Instructional goals (3- 5)

clearly state what the

student will know or be

able to do, are specific,

detailed, and measurable.

Goals are clearly aligned

with given standards.

ELA and Content

standard are applicable to

the lesson and unit.

(4.25 pts)

Instructional goals are

simply restatements of the

unit standards.

Goals are not specific or

measurable. Words like

“know” and “understand”

are used as what the

student will be able to do.

Instructional goals are

generally aligned with

given standards (ELA

and/or Content standards)

that are applicable to the

lesson.

(3.5 pts)

Instructional goals do not

state what the student will

be able to do at the end of

the lesson but rather state

what the teacher will do;

goals are related to

activities but are not

specific or measurable.

The 30relationship

between instructional

goals and standards is

minimal.

(2.75 pts)

Use of Text Set item The teacher knows how to

enhance learning through the

use of a wide variety of

materials as well as human

and technological resources

ILA 2

At least one text from the

Text Set is utilized in the

lesson.

There is a comprehensive

and obvious connection

with the text and the focus

of the lesson.

The text is used in a

grade-level appropriate

manner.

(5 pts)

At least one text from the

Text Set is utilized in the

lesson.

There is a connection with

the text and the focus of

the lesson.

The text is used in a

grade-level appropriate

manner.

(4.25 pts)

Text is not used

effectively as either a

literacy or content area

tool, or instruction is not

on grade level.

(2.5 pts)

Text from text set is not

utilized or identified.

(0 pts)

Integration of created

materials Candidates use

appropriate and varied

instructional approaches.

Activities and handouts

are clearly related to

standards and appropriate

to the reference text.

Activities and handouts

are well designed and

give thorough directions

and explanations for use

and incorporate a variety

of instructional

approaches.

(5 pts)

Activities and handouts

are related to standards.

Activities and handouts

are well designed and

give directions and

explanations for use and

incorporate a variety of

instructional approaches.

(4.25 pts)

Activities and handouts

are related to standards.

Activities and handouts

do not give clear direction

or do not seem to support

the purpose.

(3.5 pts)

The relationship between

the texts and the activities

and handouts is unclear.

Activities and handouts

have limited relationship

to standards.

(2.75 pts)

Integration of Literacy

Strategies Candidates

develop word recognition,

language comprehension,

strategic knowledge, and

reading-writing connections.

Literacy instruction

[vocabulary development,

reading comprehension,

writing to texts, and/or

technology integration] is

clearly evident throughout

the lesson.

(5 pts)

Literacy instruction

[vocabulary development,

reading comprehension,

writing to texts, and/or

technology integration] is

evident throughout most

of the lesson.

(4.25 pts)

The unit exhibits limited

literacy instruction

[vocabulary development,

reading comprehension,

writing to texts, and/or

technology integration].

(3.5 pts)

Very little integration of

literacy instruction

[vocabulary development,

reading comprehension,

writing to texts, and/or

technology integration]

throughout lesson.

(2.75 pts)

Introductory Phase –

BEFORE

LEARNING/READI

NG (Motivation, Prior

Knowledge, Content

Focus) The teacher knows how to

take contextual

considerations (instructional

Extensive and ongoing

documentation of gaining

attention or motivating

students, presenting

learner outcomes, or

relating new information

to prior experience or

knowledge related to

content area focus.

Clear, adequate, and

ongoing documentation of

gaining attention or

motivating students,

presenting learner

outcomes, or relating new

information to prior

experience or knowledge

Limited and intermittent

documentation of gaining

attention or motivating

students, presenting

learner outcomes, or

relating new information

to prior experience or

knowledge related to

content area focus.

Insufficient

documentation of gaining

attention or motivating

students, presenting

learner outcomes, or

relating new information

to prior experience or

knowledge related to

content area focus.

materials, individual student

interests, needs, aptitudes,

and community resources)

into account in planning

instruction that creates an

effective bridge between

curriculum goals and

students’ experiences.

(5 pts) related to content area

focus.

(4.25 pts)

(3.5 pts) (2.75 pts)

Developmental Phase –

DURING LEARNING /

READING (Teacher

Input, Skills

Development, and

Integration) The teacher

creates short-range and long-

term plans that are linked to

student needs and

performance and adapts the

plans to ensure and capitalize

on student progress and

motivation.

Creative, extensive, and

ongoing documentation of

plans for teacher

presentation of content

area focus and/or skills

development that

incorporates literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and technology

integration].

(5 pts)

Clear, concise, adequate,

and ongoing

documentation of plans

for teacher presentation of

content area focus and/or

skills development that

incorporates literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and technology

integration].

(4.25 pts)

Limited and intermittent

documentation of plans

for teacher presentation of

content area focus and/or

skills development that

incorporates literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and technology

integration].

(3.5 pts)

Insufficient

documentation of plans

for teacher presentation of

content area focus and/or

skills development that

incorporates literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and technology

integration].

(2.75 pts)

Developmental Phase

DURING & AFTER

LEARNING/

READING (Student

Response, Feedback,

Integration) The teacher

knows when and how to

adjust plans based on student

responses and other

contingencies.

Creative, extensive and

ongoing documentation of

plans for checking for

understanding, providing

independent and guided

practices, and providing

feedback related to the

content focus and literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and/or technology

integration].

(5 pts)

Clear, concise, adequate

and ongoing

documentation of plans

for checking for

understanding, providing

independent and guided

practices, and providing

feedback related to

content focus and literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and/or technology

integration].

(4.25 pts)

Limited and intermittent

documentation of plans

for checking for

understanding, providing

independent and guided

practices or providing

feedback related to

content focus and literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and/or technology

integration].

(3.5 pts)

Insufficient

documentation of plans

for checking for

understanding, providing

independent and guided

practices or providing

feedback related to

content focus and literacy

instruction [vocabulary

development, reading

comprehension, writing to

texts, and/or technology

integration].

(2.75 pts)

Concluding Phase –

AFTER LEARNING /

READING (reinforce,

clarify, and elaborate) The teacher accesses

student’s thinking and

experiences as a basis for

instructional activities by, for

example, encouraging

discussion, listening and

responding to group

interaction, and eliciting

samples of student thinking

orally and in writing.

Creative, extensive and

ongoing documentation of

provisions for reinforcing

lesson focus, clarifying

and elaborating ideas and

addressing closure

throughout the unit related

to content focus

(5 pts)

Clear, concise, adequate

and ongoing

documentation of

provisions for clarifying

and elaborating ideas and

addressing closure related

to content focus

throughout the unit.

(4.25 pts)

Adequate and intermittent

documentation of

provisions for adequate

clarifying and elaborating

activities to bring closure

throughout the unit.

(3.5 pts)

Insufficient

documentation of

provisions for adequate

closure throughout the

unit.

(2.75 pts)

Accommodations The teacher identifies and

designs instruction

appropriate to students’

stages of development,

learning styles, strengths,

and needs.

Lesson provides extensive

specific accommodations

related to students’

content area and literacy

needs.

(5 pts)

Lesson provides adequate,

specific accommodations

related to students’

content area and literacy

needs.

(4.25 pts)

Lesson provides a limited

number of specific

accommodations related

to students’ content area

and literacy needs.

(3.5 pts)

Lesson does not

adequately address

specific accommodations

related to students’

content area and literacy

needs.

(2.75 pts)

Unit 4 Writing Lesson Assignment Rubric (50 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Writing

activity 1

(ILA 2,

InTASC 4)

The explanation of the activity

was clear and detailed.

The activity was appropriate

for the grade level and subject

area and incorporated

strategies designed to build

writing skills.

(10 pts)

The explanation of the

activity was clear.

The activity was appropriate

for the grade level and

subject area and incorporated

strategies designed to build

writing skills.

(8.5 pts)

The explanation of the activity

was unclear or lacked detail.

The activity was not designed

in a way that reinforced or

extended writing skills.

(7 pts)

Elements of the assignment

were missing or

incomplete.

The activity was not

designed in a way that

reinforced or extended

writing skills.

(5.5 pts)

Writing

activity 2

(ILA 2,

InTASC 4)

The explanation of the activity

was clear and detailed and

addressed the Before, During,

and After (BDA) Writing

model.

The activity was appropriate

for the grade level and subject

area and incorporated

strategies designed to build

writing skills.

(10 pts)

The explanation of the

activity was clear and

addressed the Before,

During, and After Writing

model.

The activity was appropriate

for the grade level and

subject area and incorporated

strategies designed to build

writing skills.

(8.5 pts)

The explanation of the activity

was unclear or lacked detail

OR did not address all

elements of the BDA Writing

model.

The activity was not designed

in a way that reinforced or

extended writing skills.

(7 pts)

Elements of the assignment

were missing or incomplete

OR did not address the

BDA Writing model.

The activity was not

designed in a way that

reinforced or extended

writing skills.

(5.5 pts)

Rubric The descriptors describe

differences in performance

that are observable and

measurable.

The descriptors clearly

articulate what the

expectations are for each

performance level for a

given criterion.

(10 pts)

The descriptors describe

differences in performance

that are either not observable

or not measurable

The descriptors for each

performance level for a given

criterion are vague or do not

clearly distinguish between

levels.

(5 pts)

No rubric

(0 pts)

Standards

Appropriate ELA and Content

Area standards are identified

for each activity.

The selected standards align

with and are met by the

activities.

(5 pts)

ELA and content area

standards are identified for

each activity.

The activities meet most of

the selected standards.

(4.25 pts)

ELA or content area standards

are missing from some of the

activities or they only loosely

correlate with the activities

(3.5 pts)

No standards are listed, or

the standards listed do not

correlate with the activities.

(0 pts)

Handouts

Handouts are neat, contain

clear instructions, are creative,

original, and effective.

Handouts clearly reinforce

learning rather than being busy

work.

(5 pts)

Handouts are relatively neat,

original, effective, and

efficient.

Handouts reinforce learning

rather than being busy work

(4.25 points)

Handouts are included, but

they are not unique to the

specific vocabulary

assignment or wordlist.

Or handouts are not neat and

lack clear instructions.

Or handouts are simply busy

work.

(3.5 pts)

No handouts are included

although the activity needs

them in order to be

effective.

(0 pts)

APA-

compliant

formatting

Consistently follows APA

format including title page,

citations, and reference page

when required.

(NO errors)

(5 pts)

Consistently follows APA

format including title page,

citations, and reference page

when required.

(1-2 MINOR errors)

(4 pts)

Limited (3-5) errors in APA

format including title page,

citations, and reference page

when required

(3 pts)

More than 5 APA errors in

format including title page,

citations, or reference page

when required.

(2 pts)

Mechanics The presentation demonstrates

exceptional use of standard

English conventions

The presentation

demonstrates consistent use

of standard English

The presentation demonstrates

inconsistent use of standard

English conventions

The presentation does NOT

demonstrate use of

standard English

(mechanics, usage, grammar

and syntax). (NO ERRORS)

(5 pts)

conventions (mechanics,

usage, grammar and syntax).

(1-2 MINOR errors)

(4 pts)

(mechanics, usage, grammar

and syntax). (3-5 errors)

(3 pts)

conventions (mechanics,

usage, grammar and

syntax).

(More than 5 errors)

(2 pts)

Unit 5 Writing Assignment 1 - Multimedia Presentation (60 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Content

(ILA 6)

All components of the

assignment are

included and are

supported by solid

research and sound

educational practices.

(20 pts)

Most of the components

of the assignment are

included and are

supported by some

research and sound

educational practices.

(17 pts)

Several components of

the assignment are

missing, and there is

little evidence of

research and sound

educational practices.

(14 pts)

The assignment does

not address the stated

components or use

solid research or

sound educational

practices.

(11 pts)

Organization

Assignment is

organized in a clear

and logical manner.

(10 pts)

Assignment has clear

organization.

(8.5 pts)

Assignment’s

organization is not

cohesive.

(7 pts)

Assignment lacks

organization and

cohesion.

(5.5 pts)

Effectiveness of

Presentation

PowerPoint slides are

very neat and

professional.

Narration is clear and

at a good volume.

Presenter does not just

read from the slides

but expands and

expounds on the

information with

additional detail.

(20 pts)

Slides lack some

professionalism, or

narration is not clear or

too soft.

Presenter does not just

read from the slides but

expands and expounds on

the information.

(17 pts)

Slides lack some

professionalism, or

narration is not clear or

too soft.

Presenter generally

reads from the slides

but expands on the

information a little.

(14 pts)

Slides are sloppy or

poorly constructed,

and presentation is

not appropriate for a

professional setting.

Presenter reads from

slides without

enthusiasm or

confidence.

(11 pts)

APA- compliant

formatting

Consistently follows

APA format,

including title page,

citations, and

References page when

required. (NO errors)

(5 pts)

Consistently follows APA

format, including title

page, citations, and

References page when

required.

(1-2 MINOR errors)

(4.25 pts)

Limited (3-5) errors in

APA format including

title page, citations, and

References page when

required.

(3.5 pts)

More than 5 APA

errors in format,

including title page,

citations, or

References page

when required.

(2.75 pts)

Mechanics

The presentation

demonstrates

exceptional use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(NO ERRORS)

(5 points)

The presentation

demonstrates consistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (1-2 MINOR

errors)

(4 points)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(3-5 errors)

(3 points)

The presentation does

NOT demonstrate use

of standard English

conventions

(mechanics, usage,

grammar and syntax).

(More than 5 errors)

(2 points)

Unit 5 Writing Assignment 2 Rubric

Vocabulary Integration Activities (60 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Number and

quality of

vocabulary

activities

(InTASC 7;

ILA 2)

The required number

of activities were

developed.

The explanation of

each activity was

clear and detailed.

The activities were

appropriate for the

grade level and

subject area and

involved strategies

designed to build

vocabulary

knowledge.

(20 pts)

The required number

of activities were

developed.

The explanation of

each activity was

somewhat clear and

detailed.

The activities were

generally appropriate

for the grade level

and subject area and

involved strategies

designed to build

vocabulary

knowledge.

(17 pts)

Fewer than the

required number of

activities were

developed.

The explanation of

each activity was

unclear or lacked

detail.

The activities were

not designed in a way

that reinforced or

extended vocabulary

knowledge.

(14 pts)

Fewer than the

required number of

activities were

developed.

Elements in the

template were

missing or

incomplete.

The activities were

not designed in a way

that reinforced or

extended vocabulary

knowledge.

(11 pts)

Use of

technology

At least one

vocabulary activity

required the use of

technology in a 21st-

century appropriate

way.

(10 pts)

N/A At least one

vocabulary activity

required the use of

technology but the

use of technology did

not enhance learning.

(5 pts)

No technology was

Used.

(0 pts)

Handouts

Handouts are neat,

contain clear

instructions, are

creative, original, and

effective.

Handouts clearly

reinforce learning

rather than being busy

work.

(10 pts)

Handouts are

relatively neat,

original, effective,

and efficient.

Handouts reinforce

learning rather than

being busy work

(8.5 pts)

At least one

vocabulary activity

required the use of

technology, but the

use of technology did

not enhance learning.

(7 pts)

No handouts are

included although the

activity needs them in

order to be effective.

(0 pts)

Standards

Appropriate ELA and

Content Area

standards are

identified for each

activity.

The standards chosen

align with and are

met by the activity.

10 pts)

ELA and content area

standards are

identified for each

activity.

The activities meet

most of the selected

standards.

(8.5 pts)

ELA or content area

standards are missing

from some of the

activities or they only

loosely correlate with

the activities

(7 pts)

No standards are

listed, or the

standards listed do

not correlate with the

activities.

(5.5 pts)

APA- compliant

formatting

Consistently follows

APA format,

including title page,

citations, and

References page

when required.

(NO ERRORS)

(5 pts)

Consistently follows

APA format,

including title page,

citations, and

References page

when required.

(1-2 MINOR errors)

(4 pts)

Limited (3-5) errors

in APA format

including title page,

citations, and

References page

when required.

(3 pts)

More than 5 APA

errors in format,

including title page,

citations, or

References page

when required.

(2 pts)

Mechanics

The presentation

demonstrates

exceptional use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(NO ERRORS)

(5 pts)

The presentation

demonstrates

consistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(1-2 MINOR errors)

(4 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(3-5 errors).

(3 pts)

The presentation does

NOT demonstrate use

of standard English

conventions

(mechanics, usage,

grammar and syntax).

(More than 5 errors).

(2 pts)

Unit 6 Writing Assignment Rubric

NAEP Proficiency (30 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Organization & Content

(InTASC 7)

Assignment is organized in

a clear and logical manner.

All components of the

assignment are included and

are supported with solid

research and sound

educational practices.

(20 pts)

Assignment has clear

organization. Most of the

components of the

assignment are included

and are supported by

some research and sound

educational practices.

(17 pts)

Assignment’ s

organization is not

cohesive.

Several components of

the assignment are

missing and there is

little evidence of

research and sound

educational practices.

(14 pts)

Assignment lacks

organization and

cohesion.

The assignment does not

address the stated

components or use solid

research or sound

educational practices.

(11 pts)

APA- compliant

formatting

Consistently follows APA

format, including title page,

citations, and References

page when required.

(NO ERRORS)

(5 pts)

Consistently follows APA

format, including title

page, citations, and

References page when

required.

(1-2 MINOR errors)

(4 pts)

Limited (3-5) errors in

APA format including

title page, citations,

and References page

when required.

(3 pts)

More than 5 APA errors

in format, including title

page, citations, or

References page when

required.

(2 pts)

Mechanics

The presentation

demonstrates exceptional

use of standard English

conventions (mechanics,

usage, grammar and syntax).

(NO ERRORS)

(5 pts)

The presentation

demonstrates consistent

use of standard English

conventions (mechanics,

usage, grammar and

syntax). (1-2 MINOR

errors)

(4 pts)

The presentation

demonstrates

inconsistent use of

standard English

conventions

(mechanics, usage,

grammar and syntax).

(3-5 errors)

(3 pts)

The presentation does

NOT demonstrate use of

standard English

conventions (mechanics,

usage, grammar and

syntax). (More than 5

errors).

(2 pts)

Unit 7 - Final Project - Grading Rubric (400 points)

Advanced (100%) Proficient (85%) Basic (70%) Minimal (55%)

Instructional goals &

Standards The teacher can

relate his/her disciplinary

knowledge to other subject

areas InTASC 4; ILA 2.1

CAEP 1.1 Research

Instructional goals (3-5) clearly

and concisely state what the

student will know or be able to

do, are specific, detailed, and

measurable. Goals are aligned

with given standards and are

challenging but attainable.

(20 pts)

Instructional goals (3-5) state

what the student will know or

be able to do, are specific,

detailed, and measurable. Goals

are clearly aligned with given

standards.

(17 pts)

Instructional goals are simply

restatements of the unit

standards. Goals are not specific

or measurable. Words like

“know” and “understand” are

used as what the student will be

able to do.

(14 pts)

Instructional goals do not state

what the student will be able to

do at the end of the unit but

rather state what the teacher

will do; goals are related to

activities but are not specific or

measurable.

(11 pts)

Instructional goals &

Standards The teacher can

relate his/her disciplinary

knowledge to other subject

areas

ELA and Content standard are

applicable to the lesson and

unit.

(20 pts)

ELA and Content standard are

applicable to the lesson and

unit.

(17 pts)

Instructional goals are generally

aligned with given standards

(ELA and/or Content standards)

that are applicable to the unit.

(14 pts)

The relationship between

instructional goals and

standards is minimal.

(11 pts)

Use of Text Set

The teacher knows how to

enhance learning through the

use of a wide variety of

materials as well as human

and technological resources

InTASC 4 ILA 2.2

CAEP 1.1 Technology

A variety of all required text

formats and human and

technological resources is used

for specific lessons within the

unit with a focus on grade level

instruction AND includes

adaptations for above and below

grade level instruction.

(30 pts)

A variety of all required text

formats and human and

technological resources is used

for specific lessons within the

unit with a focus on grade-level

instruction.

(26 pts)

Required number of texts are

not used, OR instruction is not

on grade level OR technological

resources not used.

(21 pts)

Required number of texts are

not used, OR instruction is not

on grade level OR technological

resources not used (two of

three).

(16 pts)

Integration of created

materials Candidates use

appropriate and varied

instructional approaches.

InTASC 4

ILA 2.2

Created activities and handouts

are practical, original, creative,

and related to all chosen texts

and the rigor of the grade- level

instructional standards.

(20 pts)

Selected activities and handouts

are practical, specific, and

related to the chosen texts and

rigor of the grade-level

instructional standards.

(17 pts)

Selected activities and handouts

are specifically listed, but some

are not practical or related to the

unit or the texts or do not align

with the rigor of the grade-level

instructional standards.

(14 pts)

The relationship between the

texts and the activities and

handouts is unclear and/or do

not align with the instructional

standards.

(11 pts)

Integration of created

materials Candidates use

appropriate and varied

instructional approaches.

InTASC 4

ILA 2.2

Activities and handouts are well

designed and give thorough

directions and explanations for

use and incorporate a variety of

instructional approaches.

(20 pts)

Activities and handouts are well

designed and give directions

and explanations for use and

incorporate a variety of

instructional approaches.

(17 pts)

Activities and handouts do not

give clear direction or do not

seem to support the purpose.

(14 pts)

Activities and handouts are

unclear and seem to lack

purpose.

(11 pts)

Integration of Literacy

Strategies Candidates

develop word recognition,

language comprehension,

strategic knowledge, and

reading-writing connections.

ILA 2.2

Literacy instruction [vocabulary

development, reading

comprehension, writing to texts,

and/or technology integration]

is clearly evident throughout the

unit.

(40 pts)

Literacy instruction [vocabulary

development, reading

comprehension, writing to texts,

and/or technology integration]

is evident throughout most of

the unit.

(34 pts)

The unit exhibits limited

literacy instruction [vocabulary

development, reading

comprehension, writing to texts,

and/or technology integration].

(28 pts)

Very little integration of literacy

instruction [vocabulary

development, reading

comprehension, writing to texts,

and/or technology integration]

throughout unit.

(22 pts)

Introductory Phase -

BEFORE LEARNING/

READING (Motivation,

Prior Knowledge, Content

Focus)

The teacher knows how to

take contextual

considerations (instructional

materials, individual student

interests, needs, and

aptitudes, and community

resources) into account in

planning instruction that

creates an effective bridge

between curriculum goals

and students' experiences.

Extensive and ongoing

documentation of gaining

attention or motivating students,

presenting learner outcomes or

relating new information to

prior experience or knowledge